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International journal of education and learning
Published by Association for Scientic Computing Electronics and Engineering
ISSN : -     EISSN : 2684924     DOI : https://doi.org/10.31763/ijele.v4i1.530
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
The International Journal of Education and Learning (IJELE) is an international journal to provide an international forum for the sharing, dissemination, and discussion of research, experience, and perspectives across a wide range of teaching, development, curriculum, instruction, innovations, methodology, and technology in education or situated at the convergence of two or more disciplines. These topics are addressed in full-length academic articles, critical statements on current issues, developmental practice, action research, reviews of books and articles based on education and learning.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 6 Documents
 1 
Search results for , issue "Vol 2, No 2: December 2020" : 6 Documents clear
Effect of organic chemistry pedagogies with PEOE,VH, and discussion strategies on students’ achievement in Ekiti State, Nigeria Victor Oluwatosin Ajayi; Emmanuel Edoja Achor; Emmanuel Eriba Otor
International Journal of Education and Learning Vol 2, No 2: December 2020
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (995.659 KB) | DOI: 10.31763/ijele.v2i2.117

Abstract

The study investigated the effect of organic chemistry pedagogies with Predict Explain Observe Explain (PEOE), Vee Heuristic (VH), and discuss strategies on students’ achievement. The study also investigated the interaction effect of treatments and gender on students’ achievement in organic chemistry in Ekiti State, Nigeria. The instrument used for data collection was an organic chemistry achievement test (OCAT). Kuder-Richardson (KR-21) formula was used to test the internal consistency of OCAT, which yielded a reliability value of 0.94. A sample of 308 students comprising 174 boys and 134 girls drawn from 9 schools within 9 Local Government Areas (LGA) out of 16 LGA in the Ekiti State, Nigeria, selected using multi-stage sampling techniques. Two research questions and two null hypotheses guided the study. The research questions were answered using Mean and Standard Deviation scores, while the null hypotheses were tested at 0.05 level of significance using Analysis of Covariance (ANCOVA). The study revealed that PEOE and VH strategies significantly improved students’ achievement [F2, 307=255.284, P0.050] of students in Organic Chemistry. It was recommended among others that since PEOE and VH strategies were found to be effective strategies for improving students’ achievement in Organic Chemistry; Chemistry teacher’s trainee should be trained on the use of PEOE and VH strategies and serving teachers should use it. The curriculum developers should use PEOE and VH strategies to develop and refine the Chemistry curriculum in general and Organic Chemistry in particular.
The episteme of happiness as ontological vertical in modern education: The maslow answer Wen Heng Fu; Satrianawati Satrianawati
International Journal of Education and Learning Vol 2, No 2: December 2020
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (143.502 KB) | DOI: 10.31763/ijele.v2i2.114

Abstract

The article deals with the analysis of the Maslow's ontological level answer of happiness in modern education, which forms the perspectives of development and the modern cultural core of social life. As a prerequisite for the analysis, theory Maslow about the hierarchy of needs as the ontological foundations of happiness in modern education. The methodological basis of the research made is mix-method. This research takes sixty-one participants in the survey and using interviews to strengthen data in descriptive qualitative. It established the episteme sources of Maslow's works. The results of this analysis have projected onto the current situation in modern education. This projection's ontological components are the correlation of happiness with the hierarchy of needs, a combination of theoretical understanding and get happiness, value mediation of Maslow's theory to innovate modern education. Having examined the hierarchy of needs meanings, the author shows the perspectives of the enhanced comprehension of modern education and Maslow's theory. The vertical of the paradigmatically-differentiated hierarchy of needs in modern education development has been considered the place of cognitive-cultural diversity. The characteristic is given of the episteme of activity to achieve happiness in the focus of research education.
Arabic language teaching evaluation process for non-native speakers Taqi Eddin M. Abdelbaset; Nidal A.M Jabari
International Journal of Education and Learning Vol 2, No 2: December 2020
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (210.657 KB) | DOI: 10.31763/ijele.v3i1.157

Abstract

Teaching languages in general and teaching Arabic to non-native speakers, in particular, have had two attempts to create a standardized test to assess language proficiency in Arabic for non-native speakers. This research is a comparative and descriptive study of the reality of the achievement tests carried out by An-Najah National University in Palestine at the College of Arts, Department of Arabic Language Teaching Non-Native Speakers, as it has been the leading educational institution established in the State of Palestine for decades. The need for courses on preparing the correct tests for students comes through seminars or conferences or a direct meeting between the teacher and the authors of questions for the Arabic language test for speakers of other languages. The preparation of the exam requires a specific skill and knowledge of the circumstances of the learners and the variations between them so that questions can be with a challenging level with a low percentage, middle-level questions, and they are the most and simple questions to answer directly, these questions can be at the beginning of the exam to give a boost to the student who takes the exam.
A critical discussion on issues of higher education: Curriculum internationalization, challenges, and opportunities Evangelia Fragouli
International Journal of Education and Learning Vol 2, No 2: December 2020
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (619.469 KB) | DOI: 10.31763/ijele.v2i2.110

Abstract

Through the application of literature review and review of the higher education framework for internationalization, the present work presents a critical reflection of the challenges addressed in order for a curriculum in higher education to be internationalized and provides a practical guide regarding the required steps that need to be followed. A literature research approach is applied as a methodological approach, and the example of internationalizing a business management curriculum is used as a case for this study and the key research questions addresses what assist educational leaders and educational decision-makers to understand what is important to be considered when they plan, organize, design and implement activities for internationalizing a curriculum. The study also challenges that a more comprehensive framework is needed towards internationalization, and through reflection upon personal experience, provides practical guidance and recommendations to academics and educators on how higher education curricula can become international in context and practice.
The impact of disciplinarity on the cognitive leadership frames of academic deans in Jordan Aieman Ahmad Al-Omari
International Journal of Education and Learning Vol 2, No 2: December 2020
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (789.857 KB) | DOI: 10.31763/ijele.v2i2.112

Abstract

The purpose of this study is to address how academic deans at Jordanian Universities perceive their cognitive leadership frames (bureaucratic, collegial, political, and symbolic frames) based on their disciplines. One hundred thirty-four academic deans have completed the survey and used in this study, with a response rate of 93%. As for discipline, there were scientific 56 and 78 humanities disciplines. A questionnaire with 22 items grouped into four scales, one each for the bureaucratic, collegial, political, and symbolic frames. The results indicated that the bureaucratic leadership frame has a high level than all other cognitive leadership frames, followed by a political leadership frame with a high level, followed by a collegial leadership frame with a moderate level, and a symbolic leadership frame moderate level. T-test results revealed that the Bureaucratic leadership frame and political leadership frame had significant differences in favor of scientific discipline. In comparison, collegial and symbolic leadership frames had no significant differences. The study recommended that university leaders should support academic deans to enroll workshops and partake comprehensive training on cognitive leadership frames to help them realize their full potential in contributing and developing their colleges and universities.
Interrogating the adoption of the updated primary school curriculum in Zimbabwe: Implications for staff development and quality education Douglas Gasva; Rodney Joe Phiri
International Journal of Education and Learning Vol 2, No 2: December 2020
Publisher : Association for Scientific Computing Electrical and Engineering(ASCEE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (293.89 KB) | DOI: 10.31763/ijele.v2i2.99

Abstract

This study aims to interrogate the adoption of the updated primary school curriculum in Zimbabwe to determine its implications for staff development and the delivery of quality education. The study adopted the qualitative paradigm and utilized the case study design delimited to five schools in the Hwange District of Matabeleland North Province in Zimbabwe. Purposive sampling method was used to identify participants, while Focus Group Discussions (FGDs) and Interviews were used as the research techniques meant for data generation. Consistent with phenomenological inquiries, data were analyzed through interpretive phenomenological analysis (IPA), while findings were presented in summarised prose form. The key findings of the study were that the adoption of the updated curriculum had necessitated the need for teachers' professional development to equip them with the necessary knowledge and pedagogic skills which they generally lacked considering that the teachers did not study new learning areas of the curriculum during their initial teacher training. Besides, there was a lack of knowledgeable and competent facilitators in the updated curriculum's new learning areas, hence needing staff development. The researchers concluded that the adoption of the updated primary school curriculum had been a major spur for staff development for teachers; hence, it brought a new trajectory where teachers' continuous professional development is necessary rather than an option if quality education is to be realized. The researchers, therefore, recommended that the Ministry of Primary and Secondary Education (MoPSE) should step up support for the professional development of teachers considering that the adoption of the updated curriculum has implications for the delivery of quality education in Zimbabwe

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